Recruiting, Preparing, and Supporting Highly Qualified Kentucky Science and Mathematics Teachers

该项目旨在满足国家准备和保留高素质STEM教师的需求，这些教师可以在不同的教室中实施文化敏感的教学。该项目解决了全国范围内高需求社区认证STEM教师日益短缺的问题。许多肯塔基州的STEM教师在他们的领域之外教书，肯塔基州的学区正在取消科学课程，减少STEM课程的提供。此外，STEM教师没有反映出文化和种族多样化教室中学生的人口统计学特征。项目成果将包括对高需求学校的STEM教师进行认证，以弥补肯塔基州6-12名STEM教师的短缺。STEM教师教育学习社区将形成一个新的生态系统，并在项目的合作伙伴之间提供STEM教师教育的协同作用，其中包括杰斐逊县公立学区，肯塔基州社区和技术学院系统（KCTC），路易斯维尔学院，肯塔基州科学中心和肯塔基州大学。在贝拉明大学（BU）这个项目的目标包括招聘，准备，同伴指导，学术支持，并保留第一代和少数STEM学生，将产生25个未来高素质的多样化6-12干教师五年。一个基本目标是，这些教师将有文化反应教学（CRT）的理解，并将配备在高需求的学校跨文化界限教学。奖学金/助学金将颁发给数学专业大三和大四成绩优异的本科生，以及拥有物理学、生物学、化学、生物化学和分子生物学或数学学士学位的最后一年学士学位后的研究生。认证将通过两种可能的途径之一获得。其中一条途径是为已完成目标STEM学科学士学位的STEM学生和STEM专业人员颁发学士后教学艺术硕士（MAT）中学和/或中学教师认证。第二个途径将提供给本科数学专业谁是双主修中学数学教育，以获得中学数学证书。该项目将在肯塔基州科学中心为16名成绩优异的本科BU和KCTCS STEM学生提供STEM教育的暑期实习机会。项目团队还将在肯塔基州大学开展以CRT为重点的专业学习体验。在高级和MAT年的实地经验将提供在不同的环境课堂教学经验。评估的相关数据将从调查，观察，CRT研讨会和制造商博览会，暑期实习和MAT课程/现场经验的表现中收集。持久性，保留，结果/看法，和成功作为未来的6-12干教师在高需求的学校将进行评估。该项目将通过对评估问题的数据分析产生新的知识;结果将增加STEM教师教育和与CRT相关的准备方面不断增长的知识。项目的调查结果和成果将通过会议介绍和同行评审的期刊出版物传播。这个轨道1：奖学金和津贴项目是通过罗伯特诺伊斯教师奖学金计划（诺伊斯）的支持。诺伊斯计划支持有才华的STEM本科专业和专业人士成为有效的K-12 STEM教师和经验丰富的模范K-12教师，成为高需求学区的STEM硕士教师。该奖项反映了NSF的法定使命，并通过使用基金会的智力价值和更广泛的影响审查标准进行评估，被认为值得支持。

This project aims to serve the national need of preparing and retaining highly qualified STEM teachers who can implement culturally responsive instruction in diverse classrooms. This project addresses the nationwide growing shortage of certified STEM teachers in high-need communities. Many Kentucky STEM teachers are teaching outside of their field, and school districts in Kentucky are collapsing science courses and reducing STEM course offerings. Additionally, STEM teachers do not reflect the demographic make of students in culturally and ethnically diverse classrooms. Project outcomes will include the certification of STEM teachers in high-need schools to remedy the 6-12 STEM teacher shortages in Kentucky. A STEM Teacher Education Learning Community will form a new ecosystem and provide synergy in STEM teacher education among the project’s collaborative partners, which include the Jefferson County Public School District, the Kentucky Community and Technical College System (KCTCS), Academies of Louisville, the Kentucky Science Center, and the University of Kentucky. The goals of this project at Bellarmine University (BU) include the recruitment, preparation, peer mentoring, academic support, and retention of first-generation and minority STEM students that will produce 25 prospective highly qualified diverse 6-12 STEM teachers over five years. An underlying goal is that these teachers will have an understanding of culturally responsive teaching (CRT) and will be equipped to teach across cultural boundaries in high-need schools. Scholarships/stipends will be awarded to high-achieving undergraduates in their junior and senior years majoring in Mathematics, and to graduate students in the final post-baccalaureate year, who have a bachelor’s degree in Physics, Biology, Chemistry, Biochemistry and Molecular Biology, or Mathematics. Certification will be obtained via one of two possible pathways. One pathway will be through a post-baccalaureate Master of Arts in Teaching (MAT) middle and/or secondary teacher certification for STEM students and STEM professionals who have completed a bachelor’s degree in a targeted STEM discipline. A second pathway will be available to undergraduate mathematics majors who are dual majoring in secondary mathematics education to obtain secondary certification in Mathematics. This project will provide summer internships in STEM education at the Kentucky Science Center to 16 high-achieving undergraduate BU and KCTCS STEM students. The project team will also implement a CRT-focused professional learning experience at the University of Kentucky. Field experiences during senior and MAT years will provide classroom teaching experience in a diverse setting. Relevant data for evaluation will be gathered from surveys, observations, performance in CRT seminars and Maker Fairs, summer internships, and MAT coursework/field experiences. Persistence, retention, outcomes/perceptions, and success as prospective 6-12 STEM teachers in high-need schools will be evaluated. This project will generate new knowledge through data analyses of evaluation questions; results will add to the growing body of knowledge in STEM teacher education and preparation relevant to CRT. Project findings and outcomes will be disseminated through conference presentations and peer-reviewed journal publication. This Track 1: Scholarships and Stipends project is supported through the Robert Noyce Teacher Scholarship Program (Noyce). The Noyce program supports talented STEM undergraduate majors and professionals to become effective K-12 STEM teachers and experienced, exemplary K-12 teachers to become STEM master teachers in high-need school districts. It also supports research on the persistence, retention, and effectiveness of K-12 STEM teachers in high-need school districts.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.